Transcript Information for All Elementary Teachers

NYS Assessment
Information Update
Sachem Elementary Teachers K-5
2-hour Staff Development February/March 2013
A look at today’s schedule:
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•
•
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2:30-3:30 (B)
Early schools ELA rubrics & Guide Papers
3:30-4:20 (A)
All schools
ELA/Math Assessment Info
4:20-4:30
Break/Early Schools may leave
4:30-5:30
10 schools
ELA Rubrics & Guide Papers
(working in small mixed groups with other Grade 3 teachers)
NYS ELA and Math Assessments
These are NEW assessments, NOT revised
assessments…
“We did not tweak these assessments, we
started from scratch.” -Kate Gearson
NYS ELA Assessments
• Evidence of the Six Shifts on the assessments
• Comparison of what the assessments asked of
students in the past vs. what they will ask of
students now
• 2-point Rubric
• 4-point Expository Writing Rubric
Shift 1: Calls for Balancing
Informational & Literary Text
Students
should be
reading a
true balance • Evidence on
the NYS
of
Assessments
informational
and literary
texts
Passages will be
authentic, and
will be balanced
between
informational
and literary
texts.
Shift 2: Calls for Knowledge in the
Disciplines students build knowledge
about the world
Students should
build knowledge
about the world
(domains/
content areas)
through TEXT
rather than the
teacher or
activities
• Evidence on
the NYS
Assessments
Will contain
knowledge-based
questions about
the informational
text; students will
not need outside
knowledge to
respond
Shift 3: Calls for a Staircase of
Complexity
Students are being
asked to read the
central, grade
appropriate text
around which
instruction is
centered. Teachers are
patient, create more
time and space and
support in the
curriculum for close
reading
• Evidence on
the NYS
Assessments
Passage
selection to be
based on text
complexity that
is appropriate to
grade level per
CC
Shifts 4 and 5: Call for Text-based
Answers and Writing from Sources
Questions will
require students
to marshal
evidence from
the text,
including from
paired passages.
(*3rd grade will
not have paired
passages)
Shift 6: Calls for more Academic
Vocabulary
Students constantly
build the
transferable
vocabulary they
need to access
grade level complex
texts, which can be
done effectively by
spiraling like content
in increasingly
complex texts.
• Evidence on
the NYS
Assessments
Students will be
tested directly on
the meaning of
pivotal, common
terms, the definition
of which can be
discerned from the
text. Academic
vocabulary will also
be tested indirectly
through general
comprehension of
the text.
In the past students were asked to…
• Characterize the text.
• Exhibit a cursory understanding of the lead character.
• Comprehend one sentence from the entire text.
• Understand basic, non-consequential vocabulary.
• Answer without a deep analysis of text.
• Look beyond text for stimuli.
• Answer by recalling text details.
• Answer without complete sentences required.
Now students will be asked to…
• Comprehend complex, grade-level texts. (What should be noted is
comprehension of text is assumed, it is not the focus of measurement.)
• Identify central themes and key text elements.
• Consider entire text.
• Place aspects of the text in context of the entire text.
• Move beyond basic recall of details within text
 making an inference as to how specific portions of text relate to the
structure of the whole text
 or wrestle with meaningful, real-world questions.
• In terms of analysis….
 make and support text-based analyses
 to support their text-based analyses with key details
 carry an analysis beyond one text, relating details to overarching
messages of both entire texts.
Continued…
• 2 point Rubric is more reading based
Answers must be in complete sentences. *See rubric bullet points.*
• 4 point Rubric more writing based
• There will NOT be a listening section in any grade levels
• Will no longer include graphic organizer questions or scaffolding for
extended response
• There will be a Planning Page for Grade 3 (Nothing will be scored on this
page.)
• No paired passages for Grade 3
• If students just copy a sentence from the text, they must add an inference
and support with evidence
• Language from the standards may be used within the questions on the
assessment
Example
Passages
may be
numbered
by
paragraph
or line
 Words that could be defined for students are in bold.
Holistic Scoring
Scorers will…
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• Read thoroughly, yet quickly, to gain an
impression of the entire response.
• Read the entire response before determining a
score, and then promptly assign a score.
• Read supportively, looking for and rewarding
those things done well in a response.
• Keep in mind that each response represents a
first draft, written under timed conditions.
Scoring versus Grading
Scoring a state test is quite different from grading classroom
papers.
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• There is no single “correct” answer to the test questions.
• Students come to the test without knowledge of the
passages or prompts.
• On-demand writing does not provide time to plan, edit,
and revise work as does writing compositions for a class.
2-point Rubric: Short-response
Score
2 Point
Response Features
The features of a 2-point response are
•
•
•
•
•
1 Point
The features of a 1-point response are
•
•
•
0 Point
Valid inferences and/or claims from the text where required by the prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other information from the text to develop
response according to the requirements of
the prompt
Sufficient number of facts, definitions, concrete details, and/or other information from the
text as required by the prompt
Complete sentences where errors do not impact readability
A mostly literal recounting of events or details from the text as required by the prompt
Some relevant facts, definitions, concrete details, and/or other information from the text to
develop response according to the requirements of the prompt
Incomplete sentences or bullets
The features of a 0-point response are
•
•
•
•
A response that does not address any of the requirements of the prompt or is totally
inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable
If the prompt requires two texts and the student only references one text, the
response can be scored no higher than a 1.
(New) NYS CC Aligned
Writing Rubrics
Although the Gr. 3, 4 & 5 rubrics released
are for expository writing, it is important
to teach the other forms of writing as well
in your classroom:
narrative and persuasive/argumentative
Grade 3 Expository Writing Evaluation Rubric
Grades 4-5 Expository Writing Evaluation Rubric
NYS Math Assessments
• Evidence of the Six Shifts on the assessments
• Comparison of what the assessments asked of
students in the past vs. what they will ask of
students now
• 2-point rubric
• 3-point rubric
Shift 1: Calls for Focus in instruction
Teachers significantly narrow and deepen the scope of
how time and energy is spent in the math classroom.
They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Evidence on the NYS Assessments
Priority standards will be the focus, other standards will
be deemphasized
Shift 2: Calls for Coherence in instruction
Principals and teachers are being asked to carefully
connect the learning within and across grades so
that students can build new understanding onto
foundations built in previous years.
Evidence on the NYS Assessments
We will see this reflected through the progression of
content and concepts as depicted in the standards across
grade levels. Because of the way math works, if they have
learned it before, they may have to use it with topics in
later grades
Shift 3: Calls for Fluency
Principals and teachers are being asked to carefully
connect the learning within and across grades so that
students can build new understanding onto foundations
built in previous years.
Evidence on the NYS Assessments
Students are expected to have speed and accuracy with
simple calculations; teachers structure class time and/or
homework time for students to memorize, through
repetition, core functions
Shift 4: Calls for Deep Understanding
Students deeply understand and can operate easily within
a math concept before moving on. As we recall, students
learn more than the trick to get the answer right. They
learn the math.
Evidence on the NYS Assessments
Each standard will be assessed from multiple perspectives, while
not veering from the primary target of measurement for the
standard. Not only will questions infuse additional standards
beyond the targeted standard, each standard will be tested in
many different ways.
Shift 5 & 6: Calls for Application and
Dual Intensity
Students are expected to use math and choose the
appropriate concept for application even when they are not
prompted to do so, and students are practicing and
understanding. There is more than a balance between these
two things in the classroom – both are occurring with intensity
Evidence on the NYS Assessments
Students will be expected to know grade-level mathematical
content with fluency and to know which mathematical
concepts to employ to solve real-world mathematics
problems. In other words, students will not be explicitly
prompted, and they will see minimal scaffolding on tests.
In the past …
• Questions were simpler, one or two steps, or were
heavily scaffolded.
• Questions were heavy on pure fluency in isolation.
• Questions isolated the math.
• Questions relied more on the rote use of a
standard algorithm for finding answers to
problems.
Now …
• Questions will require multiple steps involving the
interpretation of operations.
• Questions will require conceptual understanding and fluency
in order to complete test questions.
• Problems are in a real world problem context.
• Questions require students to…
 decompose numbers and/or shapes,
 apply properties of numbers,
 and with the information given in the problem, reach an answer.
• Relying solely on algorithms will not be sufficient!
Example of Gr. 4 Multistep
Problem:
Holistic Scoring
• Holistic scoring assigns a single, overall test score for a
response as a whole.
• The single score reflects the level of understanding the
student demonstrates in the response.
• To score holistically, you must look at the entire
response, rather than evaluating the parts or individual
attributes separately.
• Keep in mind that some errors may detract from the
level of understanding demonstrated and other errors
may not detract.
Mathematics 2-point Holistic Rubric
Score
Point
2 Points
Description
A two-point response answers the question correctly.
This response
 demonstrates a thorough understanding of the mathematical concepts but may
contain errors that do not detract from the demonstration of understanding
 indicates that the student has completed the task correctly, using mathematically
sound procedures
1 Point
A one-point response is only partially correct.
This response
 indicates that the student has demonstrated only a partial understanding of the
mathematical concepts and/or procedures in the task
 correctly addresses some elements of the task
 may contain an incorrect solution but applies a mathematically appropriate process
 may contain correct numerical answer(s) but required work is not provided
0 Points
A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response
arrived using an obviously incorrect procedure. Although some parts may contain correct
mathematical procedures, holistically they are not sufficient to demonstrate even a limited
understanding of the mathematical concepts embodied in the task.
Mathematics 3-point Holistic Rubric
Score
Point
3 Points
Description
A three-point response answers the question correctly.
2 Points
This response

demonstrates a thorough understanding of the mathematical concepts but may contain errors that do
not detract from the demonstration of understanding

indicates that the student has completed the task correctly, using mathematically sound procedures
A two-point response is partially correct.
1 Point
This response

demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the
task

addresses most aspects of the task, using mathematically sound procedures

may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations

may reflect some misunderstanding of the underlying mathematical concepts and/or procedures
A one-point response is incomplete and exhibits many flaws but is not completely incorrect.
This response

0 Points
demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied
in the task

may address some elements of the task correctly but reaches an inadequate solution and/or provides
reasoning that is faulty or incomplete

exhibits multiple flaws related to misunderstanding of important aspects of the task, misuse of
mathematical procedures, or faulty mathematical reasoning

reflects a lack of essential understanding of the underlying mathematical concepts

may contain correct numerical answer(s) but required work is not provided
A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an
obviously incorrect procedure. Although some parts may contain correct mathematical procedures,
holistically they are not sufficient to demonstrate even a limited understanding of the mathematical
concepts embodied in the task.
Fluencies
• The purpose of fluency practice is to increase the speed and
accuracy of solving foundational mathematical concepts.
• The goal for the fluency assessments is NOT to finish all of the
problems but rather to complete more problems accurately in
the same amount of time.
• Students must practice these skills daily and be assessed
throughout the year to monitor their growth in their assigned
fluency
• To achieve a true reading of their mathematical fluency,
students should be administered fluency assessments that:
• include the same number of problems on each assessment
• assess the same skill
• provide the same amount of time to work
Fluencies
• The fluencies outlined for each grade level with few
exceptions, are standards learned the previous year
Examples:
Grade
Level
Required Fluency
1
Add/subtract within 10
2
Add/subtract within 201
4
Add/subtract within 100 (pencil and
paper)
Add/subtract within 1,000,000
Standard taught the previous year
K.OA.2 Solve addition and subtraction
word problems, and add and subtract
within 10.
1.OA.6 Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10.
3.NBT.2 Fluently add and subtract within
1000 using strategies algorithms based
on place value, properties of operations,
and/or the relationship between addition
and subtraction.